SEND Information ReportWhat does this look like at Whitefield Primary Academy?
At Whitefield Primary Academy we believe in achievement, ambition and progress for all children.
We aim to meet the needs of individual children through highly effective teaching and learning.
There is an emphasis on early identification of needs through supportive and preventative strategies which reduce barriers to learning.
We work in a flexible way to develop effective partnerships with children and their parents/carers the SENCO, specialist teaching staff both within the school and external professionals such as speech and language therapists, occupational therapists and child and adolescent health services (CAMHS) to ensure that the school can meet a broad range of special educational needs.
We undertake a rigorous system of monitoring children’s progress, supporting academic achievement and personal achievement by removing barriers to learning and use a wide range of strategies to foster a culture of lifelong learning and independent living skills for all children.
How does the school identify and organise support for children with special educational needs?
- Identify need as early as possible and provide effective support and listen to parents’ concerns.
- Adopt a whole school approach to the identification, assessment and provision for children with special educational needs.
- View our special needs provision as an ongoing, developing process.
- Provide appropriate in-class support which enables all children to have access to the whole curriculum.
- Incorporate special educational needs procedures including individual education plans (IEPs) into curriculum planning.
- Encourage children and parents/carers to participate in decision-making about provision to meet their child’s special educational needs.
- Ensure that assessment and record-keeping systems provide adequate means of recording attainment and achievement and give sufficient information for carefully planned progression at every stage.
- The school is able to refer a child to the Lantern Provision (Alternative Provision) which is shared by other schools in the area. A referral to the Lantern Provision has to be made to a panel before a child can be accepted at the provision. This will depend on if they meet the criteria and a place is available.
- Work closely with feeder schools when children join us to ensure your child has a smooth transition into our school.
Who are the key people in the school available to discuss parental/carers concerns about their child’s difficulties?
- Class Teacher
- Headteacher/Deputy Headteacher/Assistant Headteacher/Early Years Leader
We are able to support children with a wide range of needs:
- Communication and interaction needs
- Cognition and learning needs
- Social, emotional and mental health difficulty
- Sensory and/or physical need
How will parents/carers be informed about a child’s progress within the setting and how will his/her progress be measured?
- Progress of your child will be communicated through parent’s evenings, school reports, individual educational plans, annual review meetings for children who have a statement. Parents are always welcome to discuss their child’s progress at any time in the year as long as an appointment with the class teacher is made.
- The SENCO will oversee the educational plan for children with special needs and/or disability.
What support will parents/carers receive if their child has been identified as having special educational needs?
- Parents will receive support from the SENCO to discuss any issues or queries they may have.
- The family workers will be able to provide support for parents/carers.
- Nurture Team will provide support for vulnerable children and pastoral care.
- Support with working with individual educational plans.
Planning support for a child with SEND will:
- Involve the teacher carefully assessing the child’s learning and development and progress, planning the next steps, putting support in place and then reviewing progress as they are responsible for managing the children’s support
- In some cases involve the SENCO to support decision making and to help coordinate support
- In some cases require support to be added to by requesting outside agency advice
- Involve the parents/carers as their knowledge and views are invaluable
- All necessary information about your child, including details of any extra support, is passed on to the new teacher and the staff will work in collaboration at transition times. This includes working closely with High Schools as the children prepare to move to KS3.
What support is offered to ensure the wellbeing of children with special educational needs and disabilities?
- Pastoral support is provided by the Nurture Team and the Family Workers provide support for parents and carers.
- Support is available for the administering of medication for children who are on a care plan and have parental consent to administer certain medication to children.
- Children’s views are taken into account through review of IEPs, through pupil voice and school council.
- Bullying is not tolerated, rigorous school policy is in place.
How will teaching be adapted to support the child with special educational needs?
- Differentiation in planning to ensure children are able to access the curriculum.
- Resources such as IT, visual, tactile are available to enrich learning for all children.
- Reports from outside professionals such as speech and language, educational psychologist and learning support advisor are used to help with next steps for children children’s learning. Targets from these reports are incorporated into individual education plans. Reports from outside professionals are all shared with parents.
- Children’s progress is measured through information at the annual reviews. IEP meetings (discussed at parent’s evenings) report, review of advice.
What different types of support can the child receive in school? (e.g. small group or individual)
- Depending on the need of the child school support may be provided via small group support or individual support in some cases. This depends on staff availability.
- Support can also be provided through appropriate interventions depending on the need of the child.
- Adapted or additional resources in the classroom, including IT. Additional or different aids to encourage independence, such as writing slopes, special handwriting pencils, pencil grips or magnifier domes for children with visual impairment needs.
- Family workers also support children and parents through play and stay activities, working with parents closely, and conduct home visits.
- Nurture Team provide support working with children who are vulnerable.
- External agencies can also provide support for children and parents.
How will the school support your child in unstructured times such as lunchtimes and playtimes and enable her/him to have access to after-school clubs, school trips and journeys?
- Nurture Team organise lunchtime clubs which children will be able to access.
- After school clubs are organised by members of staff which children of all abilities are able to access and receive support.
- Nurture groups and social skills groups are both organised by the Nurture Team.
How does the school involve children in decisions that affect them?
- Targets on IEPs are shared and reviewed with children each term.
- Children are involved in annual review meetings for those who have Education Health Care Plans.
- Views of SEND pupils are fed into the school council.
- Education Health Care Plans incorporate children’s views. This is a vital part of the process.
How are the school's resources allocated to support children/young people with SEND?
- SEND provision is monitored by the SENCO, Headteacher and the Governor of SEND.
- Progress of SEND pupils is monitored by the SENCO, Headteacher and the school governing body.
- Funding for SEND is provided on individual and group basis depending on the needs of the children.
Many of our teachers have experience of working with a range of special needs and there is an ongoing programme of training. Lessons are differentiated and pupils are able to access targeted interventions such as literacy skills lessons and ability grouping in class. In addition to the class teams, which are made up of your child’s class teacher and teaching assistants, the SEND Team at Whitefield Primary Academy consists of:
- The SENCO – Mrs Vina Borbas. Her role is to coordinate and manage provision for children with SEND in the school. This includes monitoring the effectiveness of any extra support provided for children with SEND
- NurtureTeam Lead – Miss Sarah Brigden’s role includes providing therapeutic interventions
- Nurture Team Teaching Assistants - Mrs Britten, Mrs Hill, Ms Murphy, Mrs Roberston
All pupils at Whitefield can access a range of support in school. If your child has a SEND they may access support through any of the following:
- Rainbow Team
- Speech and Language Therapy delivered by a Teaching Assistant
- Specialist support from Nurture Teaching Assistants
- Supported small group or 1:1 work
- Outreach support from the Lantern provision
What services external to the school can provide support to children with SEN?There are many external agencies the school works with such as: Educational Psychologists, Edwin Lobo Centre, Children and Adolescent Mental Health Services – CAMHS, Behaviour Support Service, Learning Support Service, Speech and Language Therapists, Occupational Therapy, Physiotherapists, School Nurse, Lady Zia Werner outreach team, and the Special Educational Needs Support Team. These services are accessed through school or medical referrals.
Many staff at Whitefield have specialist qualifications, these include:
- SENCO Award
- Staff have had training on supporting children with behaviour difficulties.
- Staff training by the Autism Spectrum Difficulties Team delivered with a focus on social communication and language difficulties.
- Staff training on Team Teach.
- Some staff have specialist training in managing behaviour – Sherwood training.
How will the setting support the child in moving on to another school or to the next key stage in their education?
- Transition meetings are carried out for pupils entering high school. Children visit their new school on several occasions and also attend some lessons.
- Children with education health care plans have transition meetings with parents/ carers, child, SENCO and a representative from the new school. The child’s needs are discussed to ensure a smooth transition into their new school. A transition plan is put in place.
- Home visits are also carried out by the family workers for all new children attending nursery.
How accessible is the school environment?
- The building is wheelchair friendly in parts. Ramps have been put in some areas. The building would be adjusted depending on the needs of the children.
- There are separate disabled changing and toileting facilities available in the school. Also facilities for storing a wheelchair or equipment is available.
- Staff in school have supported parents/carers whose first language is not English with translating.
- Separate medical room for enteral feeding.
- Fully accessible playgrounds.
- All classroom are on ground level.
Who can parents/carers contact for further information at the school?
- If parents want to discuss concerns about their child then the class teacher would be the first point of contact.
- The SENCO would be able to discuss any concerns parents may have with special educational needs and/or disability.
- The special educational team also would be able to support children with specific needs. ( They are based at Futures House)
- Parent Partnership is a service which can support parents with children with special educational needs/ or disability.
- Parents will be able to find the Luton Offer on the Luton Borough Council website and a link to Luton Local Offer.